living things and their needs -...

www.carolina.com/bbs BUILDING BLOCKS OF SCIENCE ii

Living Things andTheir Needs

GRADE K

Program Highlights and Lesson Sampler

Phenomenon-Based Investigations with Digital Support—in 30-Minute Lessons

Table of ContentsInside this sampler, you will find:

Kit Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

NGSS Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Program Highlights: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-13

Important Terms Related to Science Instruction . . . . . . . . . . . . . . . . 6

The 5E Instructional Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Incorporating Phenomena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Engineering Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Sensemaking: Claims, Evidence, and Reasoning . . . . . . . . . . . . . . . 10

Science Notebooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Take-Home Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Building Blocks of Science 3D—The Total Package . . . . . . . . . . . . . 12

Navigating the Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

. . . . . . 15

Lesson 4: Protecting the Environment

Lesson Overview Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Safety Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lesson 4: Protecting the Environment . . . . . . . . . . . . . . . . . . . . . . . . 19

Summative Assessment Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Introduction to Student Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Living Things and Their Needs Sample in English and Spanish . . 34

Digital Support for Building Blocks of Science 3D

The Right Blend of Hands-On Investigation and Technology . . . . . . 39

Support for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Digital Components to Support Instruction and Assessment . . . 41

* Next Generation Science Standards® is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, these products.

www.carolina.com/bbs

Living Things and Their Needs Teacher’s Guide

3rd Edition

3 LIVING THINGS AND THEIR NEEDS SAMPLER www.carolina.com/bbs

Kit Materials

Needed But Not Supplied Materials

Material Needed from Kit Lesson 1 Lesson 2 Lesson 3 Lesson 4

Environment Photo Card Set 1

Hand lens 12

Large choice chamber 4

Large container 1

Literacy Reader: Living Things 1

and Their Needs Big Book

Live Coupon for bessbugs and 1 rotting wood

Living and Nonliving Things Photo Card Set 1

Plastic cup, 9 oz 28

Pumpkin seed 28

Soil

Spray bottle 2

Terrarium with lid 1

Wide-mouth plastic cup, 9 oz 12

Material Quantity Needed Lesson 1 Lesson 2 Lesson 3 Lesson 4

Area with plenty of sunshine or 1 a grow light Chart paper or whiteboard

Crayons

Large sheet of drawing paper 24

Large spoon 1

Marker

Paper clip 72–120

Roll of masking tape 1

Sand 2 T

Science notebook 24

Sheet of black construction 2 (or 4) paper, 11 x 17 in (or 8.5 x 11 in)

Sheet of white paper 4

Slice of apple 1

Stapler 1

Water

Quantity

www.carolina.com/bbs BUILDING BLOCKS OF SCIENCE 4

Living Things and Their Needs

Unit Overview: Living Things and Their Needs

Our world includes living and nonliving things that interact in their environments. Every living thing has needs that

it must meet if it is to live and grow. Living Things and Their Needs provides hands-on, inquiry-based investigations

focused on phenomena that support ideas related to the preferred living habits of living things. Through a series of

four lessons, students identify living and nonliving things, their needs, and the ways that living things can change

their environment.

To begin, students identify living and nonliving things. They begin to focus on two types of living thing by planting

pumpkin seeds and making predictions about their growth and by examining bessbugs in a classroom habitat. By

studying these two organisms, students come to understand what living things need to survive.

Students collect data about the development of their pumpkin plants by measuring their height and counting the

number of leaves each day. Pumpkin plants are grown in different conditions (i.e., without soil, without sunlight,

and without water), and students compare how these plants grow to how a control plant develops. To explore

preferences, students set up choice chambers for the bessbugs, observe their behaviors, and draw conclusions

about the habitats that bessbugs prefer.

“Environment” is defined as the living and nonliving things in a certain area. Students examine different environments

using photo cards and think about the ways that living things can change their environment. A nature walk

encourages students to make connections between what they are learning about and their local environment;

students observe the ways living things have affected the local environment. Human impact becomes a focus as

students consider the positive and negative ways that humans change the environment. Working in pairs, students

develop a solution to help protect the environment and share their idea with the class.

Credit: realcut/Shutterstock.com


Performance Expectations

K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to

survive.

K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including

humans) can change the environment to meet their needs.

K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals

(including humans) and the places they live.

K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or

living things in the local environment.

K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an

object helps it function as needed to solve a given problem.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

ESS2.E: Biogeology

ESS3.A: Natural Resources

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

Science and Engineering Practices

Developing and Using Models

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Engaging in Argument from Evidence

Obtaining, Evaluating, and Communicating Information

Crosscutting Concept

Patterns

Cause and Effect

Systems and System Models

The Building Blocks of Science unit Living Things and Their Needs integrates process skills as defined

by the Next Generation Science Standards (NGSS).

Next Generation Science Standards



Important Terms Related to Science Instruction

Science and science instruction rely on specific terminology. Many scientific terms are likely to be new or

unfamiliar to students. Below is a list of terms that are used throughout Building Blocks of Science units.

Each is followed by a student-friendly definition to help students understand the meaning of the term in

a scientific context. A brief description of how Building Blocks employs each of these scientific skills and

tools is intended to help you help students model the behavior of scientists.

Analyze: To examine. Students are asked to examine (analyze) data they collect to help develop

their understanding of core ideas and crosscutting concepts.

Claim: A statement. To help students develop their understanding of concepts, they will make

statements (claims) concerning various scenarios based on observations and data they have

collected.

Classify: To arrange things in groups or categories. As students investigate and collect data, they

will arrange (classify) their data to look for patterns that may help to support claims that they make.

Communicate: To share information. Students are continually asked to share experiences,

questions, observations, data, and evidence (communicate) within their groups and with the class

as a whole. Communication takes many forms, including discussions, the creation of models,

designing solutions to problems, and formal presentations.

Compare: To note similarities and differences among things. Like classifying, noting how things

are alike and different (comparing) is another skill that students will use to analyze their data and

look for patterns, cause and effect relationships, and other crosscutting concepts.

Conclude: To arrive at an opinion by reasoning. The scientific practices of conducting

investigations, collecting and analyzing evidence, and sharing and discussing information lead

students to form opinions based on reasoning (to conclude). The conclusions that students

develop during the unit will help you assess their understanding of the unit’s core ideas.

Evaluate: To form an idea based on evidence. Throughout each unit, students will look at (evaluate)

the observations and data they collect and discuss their conclusions with classmates in order to

form ideas about concepts based on evidence.

Evidence: Information to show whether something is true or valid. Students will use the

observations and data (evidence) they collect to support claims they make as being valid or true.

Explain: To describe in detail. Throughout investigations, students will analyze the data they

collect, make claims supported by evidence, and share their information with one another to make

sense of (explain) core ideas and phenomena.

Investigate: To use a standard process to discover facts or information. Students will carry out

standard processes (investigate), sometimes developing those processes themselves, to discover

facts or information related to scientific ideas.

Model: A representation of an object or idea. Using a representation of an object or idea (a model)

helps student scientists communicate and evaluate ideas regarding phenomena. Students will

develop many types of models during a unit, including drawings, physical models, diagrams,

graphs, and mathematical representations.


Phenomena: Occurrences or events that can be observed and cause one to wonder and ask

questions. Presenting occurrences or events (phenomena) related to the science concepts being

studied engages students through real-world events and ensures common experiences for

all students. Presenting phenomena also allows students to develop their own questions and take

ownership of their learning.

Predict: To develop anticipated results of an event based on prior experience or knowledge.

Students are asked to anticipate (predict) the results of events based on experience and data from

prior events.

Reasoning: Thinking about something in a logical way. Students are asked to make claims,

support them with evidence, and explain their claims in a logical fashion (with reasoning). Making

claims supported with evidence and reasoning is scientific, or evidence-based, argumentation.

Record: To write down. During investigations, students will keep track of their observations (record)

by drawing or writing in their science notebooks or on student investigation sheets.

Variable: A factor that is able to be changed. As students conduct investigations, they will consider

which factors can be changed or manipulated (variables) to test something during the

investigation.

The 5E Instructional Model

Building Blocks of Science uses a constructivist approach to learning by encouraging students to build

upon existing ideas using the 5Es. This instructional model cycles through five phases:

Engage: Students draw upon prior knowledge to make connections to a new concept or topic.

Explore: Students are provided with an activity related to a concept or topic and are encouraged to

make claims and observations, collect evidence, and ask questions.

Explain: Students use observations and discussion to construct an explanation for a concept or

topic they are studying.

Elaborate: Students must draw upon their experiences and apply their knowledge to a new

situation in order to demonstrate understanding.

Evaluate: Students assess their knowledge and review what they have learned.

In each Building Blocks of Science unit, students begin with an engaging pre-assessment activity, which

allows the teacher to gauge levels of previous knowledge. The following lessons cycle through the explore,

explain, and elaborate phases, and then in the final lesson, students are evaluated using project-based

and summative assessments.



Incorporating Phenomena

Building Blocks of Science uses phenomena, or observable occurrences, to encourage students to

develop questions that will lead to deeper understanding of the core ideas investigated in each unit and

to support inquiry-based learning. Each unit includes both an anchoring phenomenon and lesson-specific

investigative phenomena.

The unit’s anchoring phenomenon, introduced to students in the first lesson, serves as the main focus of

the unit. The anchoring phenomenon is introduced through a descriptive narrative in the Teacher’s Guide

and supported visually by a short online video. This visual teaser of the anchoring phenomenon piques

students’ interest and helps them to think more deeply and to develop questions. Viewing the video again

at the end of the unit prompts students to make connections between the anchoring phenomenon and its

applications beyond the scope of the unit’s investigations.

An investigative phenomenon is presented to students at the beginning of each lesson to encourage them

to develop additional questions. At the end of each lesson, the class revisits its questions and addresses

them based on the evidence they collected during the lesson investigations, making connections to the

lesson’s investigative phenomenon.

As students begin to develop a deeper understanding of the unit’s core ideas, they begin to make sense

of the phenomena introduced throughout the unit. Students draw connections between what they have

learned and how it applies to the world around them. In the last lesson, students engage in a performance

task in which they are challenged to synthesize their knowledge to make connections to the unit’s

anchoring phenomenon. Students may be asked to build a model or design a solution to a problem. When

communicating their designs and findings to their classmates, students explain their reasoning using

evidence-based claims and answer questions during their presentation.

Each unit’s literacy and digital components provide examples of connections between a concept and a

phenomenon and ask students to make their own. Teachers are encouraged to support these connections

by selecting related articles and videos or by engaging the class in discussion. Teacher Tips within the

Teacher’s Guide suggest other opportunities to identify related phenomena.

Anchoring phenomenon videos kick off each unit


Optimize: Improve

Based on Testing Results



Define Problem: Identify Constraints and Criteria for

Success

Asking Questions and Defining Problems

Obtaining and Evaluating Information

Develop Solutions: Research and

Explore Multiple Ideas

Planning and Carrying Out

Investigations

Using Mathematics and

Computational Thinking

Engineering Design Process

In each Building Blocks of Science unit, students employ this engineering cycle to assess their knowledge

and build problem-solving skills. Depending on the activity, students may create a model, develop an

experiment, or redesign an existing product. To increase student engagement, relate the engineering

process to a task, a phenomenon, or a career.

Building Blocks of Science incorporates an engineering design process to support the engineering,

technology, and application of science (ETS) core idea outlined in the National Research Council’s

“A Framework for K–12 Science Education” (NRC, 2012, pp. 201–202). This ETS core idea has been

brought into action through the NGSS ETS performance expectations, which allow students to practice

systematic problem solving as they apply scientific knowledge they have acquired.

Through scientific engineering and design, students apply what they have learned to creatively solve

real-world problems. This 21st-century skill encourages students to collaborate and exposes them to the

idea that one problem can have multiple solutions.

An engineering design process can be thought of in three phases: defining a problem, developing

solutions, and optimizing the design. Each phase can be correlated with NGSS Science and Engineering

Practices as depicted in the graphic below.

The Engineering Cycle



Sensemaking: Developing Claims Supported with Evidence and Reasoning

Scientific argumentation, or evidence-based argumentation, is defined as making scientific explanations

(claims) using empirical data (evidence) to justify an argument (reasoning). Scientists use this type of

argumentation to make sense of phenomena and refine their ideas, explanations, and experimental

designs. In the classroom, students should be introduced to scientific argumentation to guide them

in sensemaking, or building an understanding of phenomena based on evidence gained through

observations, investigations, and data analysis. Through sensemaking, students refine and revise their

understanding as new evidence is acquired and information is shared through class discussions.

Building Blocks of Science units offer multiple opportunities for students to make sense of scientific

concepts by developing claims and supporting their claims with evidence and reasoning. At the start of an

investigation, students are presented with a question related to a scientific concept. To make sense of a

phenomenon or concept, students must draw upon their previous knowledge and experiences to develop

a statement or conclusion that answers the question. To support that claim, students must provide relevant

and specific data as evidence. This data may come from previous investigations, inference clues, texts, or

class discussions. Students may even reference personal experience. Reasoning provides justification for

why the selected evidence supports the claim. Relevant scientific principles should be incorporated into

this reasoning. After the investigation, students should revisit their initial claims and determine if they are

supported by newly gathered evidence. If the available evidence does not support students’ initial claims,

students should identify misunderstandings and present a claim that is supported.

To support students who struggle with scientific argumentation, ask them to use sentence frames such as

“I think _____ because ______” to help with sensemaking. Explain that the first blank is the claim and the

second blank is the evidence and reasoning.

Science Notebooks

Science notebooks are an integral part of the process of learning science because they provide a location

for students to record their ideas, questions, predictions, observations, and data throughout the unit. The

science notebook is used for notes, Tell Me More responses, diagrams, and outlines. Student investigation

sheets can be glued, taped, or stapled into the science notebook as well.

Spiral notebooks are recommended and can be purchased inexpensively. If you choose to pre-assemble

notebooks, consider including blank sheets of centimeter graph paper and plain paper for writing and

drawing. It is recommended to create tabs for each lesson and to have students date each entry.

NOTE: Student investigation sheets use a specific numbering sequence to make it easier for students and

teachers to identify them. The first number calls out the lesson, and the letter references the investigation.

For example, Student Investigation Sheet 1A supports Investigation A of Lesson 1. If there are multiple

student investigation sheets in one investigation, a second number will indicate the order of use (Student

Investigation Sheet 2A.1, 2A.2, etc.).


Take-Home Science Activities

Take-Home Science activities are included in each unit and are called out within the related lesson. These

activities reflect the science concepts and vocabulary that students are learning about and extend that

learning to the home.

A reproducible letter explains how Take-Home Science activities work. Topic-specific activity sheets

include directions for the parent, simple background information, and a space for the student to record

observations or data. It is recommended that students share their findings and compare experiences as a

class after completing the activity. Take-Home Science resources are found with the student investigation

sheets at the end of the lesson in which they are assigned.

Assessment

Building Blocks of Science units provide assessment opportunities that correspond to specific lesson

objectives, general science process skills, communication skills, and a student’s ability to apply the

concepts and ideas presented in the unit to new situations. The Teacher’s Guide includes strategies for

both formative and summative assessment. Each unit includes:

Pre-Unit Assessment and Post-Unit Assessment Opportunities: The pre-unit assessment asks

students to draw upon previous knowledge, allowing you to gauge their levels of understanding. The

post-unit assessment touches upon the topics and concepts from the entire unit and evaluates

students’ learning. It is a beneficial practice to ask students to compare the pre-unit assessment and

post-unit assessment activities to evaluate growth.

Formative Assessment Strategies: At the end of each lesson, specific strategies are listed for

each investigation. These include ways to utilize Student Investigation Sheets and Tell Me More

questions as assessment tools. In lower grades, an Assessment Observation Sheet lists things to

look for as you work with small groups of students.

Literacy and Digital Components: These resources can be assigned to differentiate assignments

and to assess student progress as needed.

General Rubric: Appendix A includes a rubric that provides an expected progression of skills and

understanding of science content. You can use these guidelines to assess students throughout

the course of the unit.

Summative Assessment: This unit-specific, cumulative assessment allows students to

demonstrate their understanding of content presented by responding to questions in a variety

of formats. Each question is aligned to performance expectations and provides insight on students’

understanding of the concepts addressed. An answer key is provided, as well as a chart that

indicates the performance expectation addressed by each question and lessons to revisit if

remediation is required.

Additionally, there is a second end-of-unit assessment accessible only online. This digital

summative assessment is scenario-based and touches upon all the standards from the unit.

It includes both close-ended and open-ended questions.



Living Things and Their Needs Los organismos vivos

y sus necesidadesLiving Things and

Their Needs

Building Blocks of Science 3D—The Total PackagePhenomenon-Based Investigations with Digital Support—in 30-Minute Lessons

Hands-on

materials

are always

included—

not an extra

purchase


64 PUSH, PULL, GO

LESSON 3

Push, Pull, TumblePHENOMENONRead the investigative phenomenon aloud to the class. Encourage students to

generate questions about what they hear. Keep track of students’ questions on

a class chart, or have students record the questions in their science notebooks.

Refer to these questions at the end of the lesson and throughout the unit to

support the unit’s anchoring phenomenon.

Investigative Phenomenon for Lesson 3: You wait to go down the slide. It’s

finally your turn. You slide down fast! Oh, no! Your friends are standing at the

bottom of the slide. You can’t stop sliding. You slide into one friend. He starts to

fall. He falls into another friend. She falls over. It is important to look before you

slide! What does this make you wonder?

Anticipated Questions:

Why can’t you stop sliding?

Why does your friend fall over?

Why does your friend knock another person over?

LESSON OVERVIEWIn the previous lessons, students built their knowledge of forces and motion

by rolling balls and observing swinging. They learned that changing the force

applied to a system will change how the system moves. In this lesson, students

begin to understand that the motion of an object is also affected by its position.

Students learn about systems and use what they learn to explain the motion

of falling dominoes. In the next lesson, students will extend their knowledge of

systems to explore the spinning motion of a toy top. They will learn about the

pulling force of gravity and its effect on motion.


K-PS2-1: Plan and conduct an

investigation to compare the effects

of different strengths or different

directions of pushes and pulls on the

motion of an object.

K-2-ETS1-2: Develop a simple

sketch, drawing, or physical model

to illustrate how the shape of an

object helps it function as needed to

solve a given problem.


PS2.A: Forces and Motion

PS2.B: Types of Interactions

ETS1.B: Developing Possible

Solutions

Science and Engineering

Practice


Investigations


Cause and Effect

Literacy Components

Push, Pull, Go Big Book pgs. 6, 11–14

Literacy Article 3A: Falling Tree

Digital Component‡

Simulation: Dominoes‡ Accessible at Carolina Science Online

LESSON ESSENTIALS

INVESTIGATION OVERVIEWInvestigation A: How Can I Make

Dominoes Tumble?

Using dominoes, students explore the

motion of tumbling and further

investigate forces.

Teacher Preparation: 10 minutes

Lesson: 30 minutes

Investigation B: What Is a

System?

Students further explore systems by

manipulating the setup of their

dominoes.


Lesson: 30 minutes

Credit: Africa Studio/Shutterstock.com

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LESSON 3 PUSH, PULL, TUMBLE 65

LESSON 3

VOCABULARY Force

Gravity

Motion

TEACHER PREPARATION Investigation A 1. Make a copy of Assessment

Observation Sheet: Lesson 3 for

yourself. During the investigations in

this lesson, use the questions and

prompts on this sheet to formatively

assess students as they work.

2. Find an online video that shows

large, complex domino setups. It will

be helpful if the video uses dominoes

similar to the ones students will use in

the investigation.

3. Have eight dominoes from the

kit available for each team of two

students.

Investigation B 1. Have one copy of Student

Investigation Sheet 3B: How Do

Dominoes Move After a Push? for

each student.

2. Have eight dominoes from the

kit available for each team of two

students.

3. Have your Assessment Observation

Sheet handy to continue formatively

assessing students.

MATERIALSStudent

1 Science notebook*

1 Student Investigation Sheet 3B: How Do

Dominoes Move After a Push?

Team of two students

8 Dominoes

Teacher

1 Student Investigation Sheet 3B: How Do

Dominoes Move After a Push? (Teacher’s

Version)

Assessment Observation Sheet: Lesson 3

NOTE: A materials list for each investigation

precedes the procedure within the lesson.

*These materials are needed but not supplied.

OBJECTIVES Demonstrate that a force is any push or pull.

Investigate and demonstrate that force causes an object to start moving, stop

moving, or change direction.

Predict and explore what happens if a component of a system in motion is

missing or not working properly.

Build on the understanding that position and motion can be changed by

pushing and pulling objects.

Gather evidence that it takes a push or pull to change the motion of objects.

Build an understanding that objects move in different patterns (e.g., straight

line, zigzag, curved line).

Credit: skyfotostock/Shutterstock.com

Figure 3.1: Some domino setups are complex and will change direction.

Navigating the Teacher’s Guide

3.1: S


LESSON 3

1. Review the term “system” with students by referencing the swing or the ramp

and ball. Ask students to make connections to the dominoes. Ask:

What are the parts of this system? (Eight dominoes)

What force causes changes in this system? (A push)

What changes occur? (A force causes the dominoes to tumble over.)

Do you think the system still work if you take away one part of it?

Make a prediction.

2. Instruct students to use their dominoes to test their predictions. Allow time

for pairs to set up their dominoes and then test what will happen if one domino

is removed from the middle of the system. Assist students who appear to be

struggling. When all students have tested their predictions, ask:

What happens to the motion in the system when pieces are removed?

How do you know?

What do you think would happen if you removed two dominoes?

Make a prediction and try it.

How does changing a system affect the way it moves?

3. Provide each student with a copy of Student Investigation Sheet 3B:

How Do Dominoes Move After a Push? Allow time for students to draw what

happens to the line of dominoes and to complete the sentence prompts. Answer

any questions students have as they work.

WHAT IS A SYSTEM?

MATERIALS Student

1 Science notebook*

1 Student Investigation Sheet 3B: How Do Dominoes Move After a Push?


8 Dominoes

Teacher

1 Student Investigation Sheet 3B: How Do Dominoes Move After a Push? (Teacher’s Version)

Assessment Observation Sheet: Lesson 3


Investigation B Disciplinary Core Ideas

PS2.A: Forces and Motion

PS2.B: Types of Interactions


Solutions


Practice


Investigations


Cause and Effect

5Es

Elaborate

How can you change how fast something tumbles??Tell Me

More!

Teaching Tip

Depending on the setup,

some students’ dominoes

may continue to fall if

they are very close

together. If students

appear to struggle

with this concept, you

may wish to lead a

demonstration. Show

what happens when you

remove one of the middle

dominoes, when you

remove two dominoes

that are side by side, and

when you remove two

dominoes from different

locations.

Investigation Overview with

Time Considerations

Tell Me More Formative

Assessment Questions

Phenomenon

Vocabulary

NGSS Standard and 5E Alignment

Teacher Tips and

Differentiation Strategies



© Carolina Biological Supply Company Student Investigation Sheet 3B

Name: Date:

Student Investigation Sheet 3B: How Do Dominoes Move After a Push?

This is a line that moves.

A push

Dominoes .

.


LESSON 3

1. Investigation A

Use students’ responses to the Tell Me More

question to assess their understanding of

domino motion. If students do not seem to

understand this concept, you may wish to provide

supplemental examples of motion and force.

2. Investigation B

Use Student Investigation Sheet 3B: How Do

Dominoes Move After a Push? to determine how

well students understand force and motion

using dominoes. Look for use of appropriate

vocabulary and drawings that demonstrate motion.

Use students’ responses to the Tell Me More

question to evaluate their understanding of

forces. Students should recognize that adding

force will increase the speed at which an object

tumbles.

3. Refer to the Assessment Observation Sheet where

you recorded observations during this lesson to

formatively assess your class, and adjust instruction

as needed.

4. Refer to the General Rubric in Appendix A to

assess individual progress as needed.

EXTENSIONS ASSESSMENT STRATEGIES

Action Attraction Challenge students to explore what might make

the dominoes fall more slowly or more quickly.

You might prompt students by asking:

Does spacing make a difference in how a

line of dominoes topples over?

How might you test this question?

Make a prediction and then try your ideas.

Domino Rally Events Do a quick Internet search for videos that show

domino challenges that people have set up.

Share these videos with students, and

encourage them to work together in small groups

with all 96 dominoes to see how many dominoes

they can set up to tumble with one push.

Counting and Setting Up Sets Challenge pairs of students in a learning center

to set up a line of dominoes that not only will fall

down with one push but also is set up in sets of

two or five. Have students offset the line of

dominoes so that before the line is sent

tumbling, they can identify and count the sets of

two, three, or five.

Credit: Africa Studio/Shutterstock.com

Da

noe

Literacy Article 3A

Falling TreeYou saw a tree in the forest. It was tall. It was wide. It was huge!

It rained hard. The wind blew.

The tree tumbled over!The tree fell onto smaller trees.

They had thin trunks. The smaller trees tumbled, too. The smaller trees fell on bushes. The bushes tumbled.

The rain stops.The Sun comes out.Birds start to sing.

Credit: Patrycja Ebis/Shutterstock.com

Name: Date:

atrycj

© Carolina Biological Supply Company Lesson 5 Take-Home Science Letter

Take - Home Science

Dear Family,

Our class is beginning an inquiry science unit. Inquiry science is all about

questions, active explorations, drawing, writing, and recording what you

see and do to build an understanding of science. Young children are

natural scientists. Scientists question everything. Once scientists answer

one question, they move without blinking to the next question.

Take-Home Science is an exciting part of our program because it’s one

way we can better connect home and school. With everyone working

together, we can reinforce the science concepts that your student is

exploring in the classroom. Here’s how Take-Home Science works.

Your student will bring home an investigation sheet that explains an

activity related to the science unit the class is studying. The activity is

designed so that everyone in the household—younger and older children

alike—can work together to learn about science.

A section of the investigation sheet explains the science words and ideas

that will be explored during the activity. These science words and ideas

are not new to your student, because the activity follows a lesson in which

those same concepts were explored.

The activities are simple and can be completed within 20 minutes using

items normally found in the home. A section of the investigation sheet is

for your student to complete and bring back to school. In class, your

student will have the opportunity to share his or her experiences and

results with other students.

The activities are intended to be quick, informal, and fun. Enjoy!

Credit: Cathy Keifer /Shutterstock

vities are in

GO EXPLORING!

Student Investigation Sheets

Take-Home Science Activities

Literacy Articles

Assessment Strategies

Additional Features

Lesson Overview Charts

Guide to Instructional Scaffolding

Teacher Preparation

Background Information

NGSS Standards by Lesson

Literacy and Digital Components

Summative Assessment

Extensions


Unit Anchoring PhenomenonAll living things have similar needs for survival, including access to water, food, shelter, and air. When asked what a “need” is, students may list wants, or luxuries. Through this unit’s explorations, students begin to understand that a need is a requirement for successful growth and survival. The anchoring phenomenon for Living Things and Their Needs is recognizing the needs of living things and their behaviors to obtain them.

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LESSON 1 LESSON 2There are many plants in Penelope’s garden. There are also rocks and soil. Some of the plants have bright

seeds in the garden. She digs a hole in the soil. She puts the seeds in the hole. Penelope worries that rabbits

make you wonder?

A few days after Penelope plants the seeds, there are more plants in her garden. The seeds have sprouted from the ground. Some of the plants

of the plants have tomatoes. All the plants have leaves. The plants in the shade are small. The plants in the

The rabbit eats a tomato. The rabbit eats the leaves of a plant. The rabbit

this make you wonder?

Identify living and nonliving things.

Make observations and describe the patterns of living things.

Plant a pumpkin seed, and make predictions about what plants need to grow.

Observe bessbugs and describe their habitat.

Our world includes living and nonliving things.

Examples of living things include plants and animals; humans are animals.

Living things do similar things, like grow and eat, and need similar things, like air and water.

A seed will grow into a plant.

A habitat is a home for a living thing.

insects, that live in wet habitats.

A prediction is a good guess about something.

A seed without water, sunlight, or soil may not grow successfully.

A preference is what you like.

All living things have preferences for things, such as their habitat and the food they eat.

Data is information or observations used to describe something, such as the height of a plant.

Plants that have access to sunlight, soil, and water tend to be larger than plants that do not have access to those resources.

Observe and identify the needs of living things.

Make predictions about the growth

Determine the habitat preferences of bessbugs.

Monitor and collect data about plants.

Our world includes living and

nonliving things that interact in

their environments. Every living

thing has needs that it must

meet if it is to live and grow.


provides hands-on, inquiry-

based investigations focused on

phenomena that support ideas

related to the preferred living

habits of living things. Through

a series of four lessons, students

identify living and nonliving

things, their needs, and the ways

that living things can change

their environment.

Living Things and Their NeedsUnit Overview

Every unit

anchored in

phenomena



NOTESIt is cloudy. It starts to rain. Penelope’s garden becomes very wet. Penelope does not see any

rain stops. The Sun comes out. The rabbits drink from puddles nearby. Penelope checks her garden. The plants have grown bigger. One plant starts to grow between two rocks. A caterpillar eats the leaves on the

wonder?

Penelope’s garden is very big. It is

There are tomatoes. There are peppers. Penelope picks the plants from the soil. She sells the

at the market. The rabbits, bees,

this make you wonder?

LESSON 3 LESSON 4

Describe the needs of living things and explain how the environment provides them.

and identify the relationships among plants, animals, and their surroundings.

Use evidence and observations to draw a model of how a plant or an animal interacts with its environment.

Monitor and collect data about plants.

An environment is the living and

Living things can change their environment.

The actions of living things can

Seeds will become plants, which increase in height and grow more leaves as they develop.

Plants thrive when they have access to light, soil, and water.

Plants and animals are living things.

Living things have preferences for their habitat and may be able to change their environment.

All living things grow, need energy, can reproduce, and respond to their environment.

Plants continue to become taller or grow more leaves if they are provided with water, sunlight, and soil.

Humans impact their environment in good and bad ways.

By making good choices, humans can protect the environment instead of harm it.

Monitor and collect data about plants to draw conclusions about their growth.

Review the needs of living things and how living things change the environment.

Discuss ways that humans impact their local environment.

Design solutions to reduce human impact on the local environment.

Concepts build

from one lesson

to the next


Lesson 4: Protecting the Environment

Investigation Overview Standards Resources

Investigation A: What Do Living Things Need?

5Es: Explain, Elaborate

Students review the needs of living things.


Lesson: 30 minutes

Tell Me More! What do you need to live? Write or draw

a picture.

Investigation B: How Big Did My Plant Grow?

5Es: Explain, Elaborate, Evaluate

Students measure the height of and count the number

of leaves on their pumpkin plants to make conclusions

about how plants grow.


Lesson: 30 minutes

Tell Me More! What does a plant need to grow well?

Investigation C: How Do Humans Impact the

Environment?

5Es: Explain, Elaborate

Students think about how humans can change the

environment in negative and positive ways.


Lesson: 30 minutes

Investigation D: Can I Design a Solution to

Protect the Environment?

5Es: Explain, Elaborate, Evaluate

Students develop a solution to protect their local

environment and share it with the class.


Lesson: 30 minutes


Next Generation Science Standards


K-ESS3-3: Communicate solutions that will reduce

the impact of humans on the land, water, air, and/or

living things in the local environment.

K-2-ETS1-2: Develop a simple sketch, drawing,

or physical model to illustrate how the shape of an

object helps it function as needed to solve a given

problem.


LS1.C: Organization for Matter and Energy Flow in

Organisms

ESS2.E: Biogeology


ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

Science and Engineering Practices




Obtaining, Evaluating, and Communicating

Information

Crosscutting Concepts

Patterns

Cause and Effect


Language and Math Standards Language Arts

SL.K.2: Comprehension and Collaboration

SL.K.5: Presentation of Knowledge and Ideas

W.K.2: Text Type and Purposes

W.K.8: Research to Build and Present Knowledge

Math

K.MD.A.2: Describe and compare measurable

attributes.

Student Investigation

Sheets

Plant Data Sheet


Literacy Components

Living Things and Their

Needs Big Book,

pgs. 13–14

Digital Components

Interactive Whiteboard:

Bessbug and Pumpkin

Plant Environments


How Do We Change the

Environment?


What Do All Living Things

Do? (from Lesson 1)

Simulation: Pollution

Vocabulary

Solution

Integrated

ELA

and math

rds Res

NGSS

correlations by

lesson

30-minute

investigations

fit into your

busy day



In science class, I will:Listen to directions

Complete each step of the experiment

Look, feel, smell, and listen but never taste

Wait to begin until my teacher tells me

Wear safety goggles when my teacher tells me

Ask my teacher to approve any experiment I plan

on my own or with classmates

Keep my hands away from my mouth and eyes as I work

Tie back long hair

Tuck in loose clothing

Keep my workstation neat

Put away materials after use

Follow all safety rules

I have read this contract and will follow these safety rules in

science class.

Student’s signature

Date

I have read this safety contract and understand what is expected of my

child during science class.

Parent/Guardian’s signature

Date

Note to Parent/Guardian:

Science materials and activities are chosen for safety and age appropriateness.

Safety ContractIn our science class we are working likescientists.


LESSON 4

PHENOMENONRead the investigative phenomenon aloud to the class. Encourage students to

generate questions about what they hear. Keep track of students’ questions on

a class chart, or have students record the questions in their science notebooks.

Refer to these questions at the end of the lesson to support the unit’s anchoring

phenomenon.

Investigative Phenomenon for Lesson 4: Penelope’s garden is very big. It is

full of plants. There are flowers. There are tomatoes. There are peppers.

Penelope picks the plants from the soil. She sells the flowers, tomatoes, and

peppers at the market. The rabbits, bees, caterpillars, and butterflies leave to

find another garden. What does this make you wonder?

Anticipated Questions:

Why did the animals leave to find another garden?

Will the plants grow back?


K-ESS3-3: Communicate solutions

that will reduce the impact of humans

on the land, water, air, and/or living

things in the local environment.

K-2-ETS1-2: Develop a simple

sketch, drawing, or physical model to

illustrate how the shape of an object

helps it function as needed to solve a

given problem.


LS1.C: Organization for Matter and

Energy Flow in Organisms

ESS2.E: Biogeology


ESS3.C: Human Impacts on Earth

Systems


Solutions


Practices




Obtaining, Evaluating, and

Communicating Information


Patterns

Cause and Effect


Literacy Components

Living Things and Their Needs Big

Book, pgs. 13–14

Digital Components‡

Interactive Whiteboard: Bessbug

and Pumpkin Plant Environments

Interactive Whiteboard: How Do

We Change the Environment?

Interactive Whiteboard: What Do

All Living Things Do? (from Lesson 1)


LESSON ESSENTIALS

LESSON OVERVIEWDuring this unit, students have explored living things, their needs, and how

living things impact the environment to meet their needs. Using bessbugs and

pumpkin plants as model organisms, students have learned that all living things

grow and survive when they have access to all the things they need; however,

a living thing can change its environment while trying to meet its needs. In

this final lesson, students review what they’ve learned throughout the unit.

They revisit and revise their responses to the two questions they were asked

in Lesson 1: “What do all living things do?” and “What do living things need to

live?” Students relate this understanding to their pumpkin plants and analyze

the data they have collected about their plants to draw conclusions about how

the plants have grown throughout the unit. Students also consider how humans

change their local environment and how those changes can be both positive

and negative. Students work in pairs to develop solutions that might help

reduce the impact of humans on their local environment. They make posters to

communicate these solutions to their classmates.

VOCABULARYSolution

Protecting the Environment

OBJECTIVES Monitor and collect data about plants to

draw conclusions about their growth.

Review the needs of living things and how

living things change the environment.

Discuss ways that humans impact their

local environment.

Design solutions to reduce human impact

on the local environment.

All lessons are

anchored in

phenomena


LESSON 4

Investigation A: What Do Living

Things Need?

Students review the needs of living

things.


Lesson: 30 minutes

Investigation B: How Big Did My

Plant Grow?

Students measure the height of and

count the number of leaves on their

pumpkin plants to make conclusions

about how plants grow.


Lesson: 30 minutes

Investigation C: How Do

Humans Impact the Environment?

Students think about how humans

can change the environment in

negative and positive ways.


Lesson: 45 minutes

Investigation D: Can I Design a

Solution to Protect the

Environment?

Students develop a solution to protect

their local environment and share it

with the class.


Lesson: 30 minutes

Credit: Sunny studio/Shutterstock.com

MATERIALSStudent

1 Science notebook*

1 Plant Data Sheet

Completed copies of Plant Journal Sheet

Completed copies of Plant Data Sheet

1 Summative Assessment

3–5 Paper clips*


2 Large sheets of drawing paper*

Crayons*

Teacher

1 Summative Assessment Answer Key

1 Environment Photo Card Set

1 Pumpkin plant

1 Stapler*

Bessbug habitat

Chart paper or whiteboard*

Markers*

“What Do All Living Things Do?” class

chart* (from Lesson 1)

“What Do All Living Things Need to Live?”

class chart* (from Lesson 1)

NOTE: A materials list for each investigation

precedes the procedure within the lesson.


TEACHER PREPARATION Investigation A 1. Using two sheets of chart paper or

a whiteboard, create two T-charts. Title

one chart “Bessbug Environment.”

Beneath the title, set up a T-chart

that includes one column for “Living

Things” and one column for “Nonliving

Things.” Title the second chart

“Pumpkin Plant Environment.” Beneath

the title, set up a T-chart that includes

one column for “Living Things”

and another column for “Nonliving

Things.” Alternatively, use Interactive

Whiteboard: Bessbug and Pumpkin

Plant Environments.

2. Have the “What Do All Living

Things Do?” and “What Do All Living

Things Need to Live?” class charts

from Lesson 1 posted where all

students can see them. You may want

INVESTIGATION OVERVIEW


LESSON 4

All living things make changes to their environment. Humans make conspicuous changes to our

environments—changes as slight as wearing down a path in the woods to make a trail or as large as

clear-cutting a forest in the Amazon. Depending on the point of view, these changes can be considered

helpful or harmful.

After students take final measurements of their pumpkin plants and review the needs of living things for

survival, they are asked to think about and discuss different ways that humans change their local

environment. The class works together to make a list of changes, and then pairs of students select one

environmental change from the class list. They will work together to determine a solution for reducing the

impact this activity has on the surrounding area.

BACKGROUND INFORMATION

NOTES

to have an extra sheet of chart paper on hand in case

students have a lot of revisions.

3. Have available the control plant from the growing

experiments and the bessbug habitat.

Investigation B

1. Make one copy of the Plant Data Sheet for each

student.

2. Have each student’s completed copies of the

Plant Journal Sheet and the Plant Data Sheet from

throughout the unit available to pass back to students.

3. Obtain three to five paper clips for each student.

These can be reused from Lesson 3.

4. Students will need crayons. If students can’t

provide their own, make some crayons available for

the class to share.

5. Have a stapler on hand.

Investigation C

1. The Environment Photo Card Set should still be

hung up around the room. If not, repost the cards at

this time. Students will review all the cards briefly but

will discuss Cards 7 and 8 in greater depth.

2. Write “How Do We Change the Environment?” on

a sheet of chart paper or on the board. Alternatively,

use Interactive Whiteboard: How Do We Change the

Environment?

3. Have available a large sheet of drawing paper for

each pair of students.

4. Each pair of students will need crayons. If students

can’t provide their own, make crayons available for the

class to share.

Investigation D

1. Have available a large sheet of drawing paper for

each pair of students.

2. Each pair of students will need crayons. If students

can’t provide their own, make crayons available for the

class to share.

3. For each student, make a copy of the summative

assessment.

s make conspic o s changes to o r

Just-in-time background

information


LESSON 4


LS1.C: Organization for Matter

and Energy Flow in Organisms

ESS2.E: Biogeology



Practices


Engaging in Argument from

Evidence


Patterns

Cause and Effect

5Es

Explain

Elaborate

Digital Components

Interactive Whiteboard: What

Do All Living Things Do? (from

Lesson 1)


Bessbug and Pumpkin Plant

Environments

WHAT DO LIVING THINGS NEED?

MATERIALS Student

1 Science notebook*

Teacher

Bessbug habitat


Markers*

“What Do All Living Things Do?” class chart* (from Lesson 1)

“What Do All Living Things Need to Live?” class chart* (from Lesson 1)


1. Display the control pumpkin plant and the bessbug habitat for the class. Ask:

What is an environment? (An environment is the living and nonliving

things in a certain area.)

Describe your environment. (Answers will vary based on your

region.)

Where do you find plants in your environment? (Answers will vary

based on your region.)

Where do you find insects in your environment? (Answers will vary

based on your region.)

2. Display the “Bessbug Environment” T-chart you prepared. Instruct students

to look carefully at the bessbug habitat and to identify the living and nonliving

things in this environment. Record their responses in the appropriate columns of

the T-chart.

3. Post the “Pumpkin Plant Environment” T-chart you prepared. Instruct

students to look carefully at the pumpkin plant and to identify the living and

nonliving things in its environment. Record their responses in the appropriate

columns of the T-chart.

4. Facilitate a class discussion to confirm that pumpkin plants and bessbugs

are living things. Ask:

What have you observed that indicates that your pumpkin plant is a

living thing? (Students should realize that they have observed all

four defining characteristics of living things: they measured the

growth of their plants over time; the plants used energy from the Sun

to grow from a seed; their plants will eventually produce seeds that

can grow into new plants; and their plants responded to changes in

their environment, as demonstrated by the experiments in which

they varied the plants’ growing conditions.)

Investigation A

Teaching Tip

Explain to students that

the rotting wood in the

bessbug habitat is not

alive but that it was once

part of a living tree.

Relate this to leaves on

the ground during fall.

3-dimensional

learning

ELA

connection

W.K.8

Tips for

teaching in

every lesson


LESSON 4

What have you observed that indicates that the bessbugs are living

things? (While students likely did not observe bessbug reproduction,

they likely will note that they have observed that the bugs ate the

wood in the tank and that this provided energy for the bugs to move

and grow, and that the bessbugs responded to changes in the

environment when they were placed in the choice chambers in

Lesson 2.)

Do bessbugs change their environment? (Students should point

out some changes they observed in the bessbug habitat during the

unit—for example, the dirt is moved around or there was evidence

that the bugs ate the wood in the terrarium. Explain that bessbugs in

the wild change their environment in similar ways.)

Do pumpkin plants change their environment? (Students should

recognize that pumpkin plants will eventually grow and change

the appearance of their environment. Their roots, stem, and leaves

will take up space. These plants act as a food source for other

animals, which is beneficial to the environment.)

5. Direct students’ attention to the class charts from Lesson 1: “What Do All

Living Things Do?” and “What Do All Living Things Need to Live?” As a class,

review students’ initial ideas from the charts. Ask:

Think about what you have learned during this unit. How would you

change this chart? (Answers will vary. Cross out and add to these

charts as needed.)

As the class revises the charts, guide students to the understanding that all

living things:

Grow

Need energy

Can produce other living things of their own kind

Respond to their environment

Circle these needs on the charts. If there is not room on the original charts, list

these needs of living things on a separate sheet of chart paper or on the board.

What do you need to live? Write or draw a picture. ?Tell Me

More!

ELA

connection

W.K.8

Formative

assessment


LESSON 4

1. Ask students to think about how their pumpkin plants have changed since

they planted the pumpkin seeds at the start of the unit. Encourage students

to share their observations about how their plant has grown and to make

predictions about the continued growth of their plant. For example, you may ask

students what structures the plant will eventually grow (pumpkins, or fruits).

2. Tell students that this is the last time they will observe their pumpkin plant

and record information to describe its growth. Remind students that they will

collect data on their plant’s height and the number of leaves it has.

3. Distribute a Plant Data Sheet, a few paper clips, and their pumpkin plant

to each student. Have crayons available. Allow time for students to collect and

record their data, and assist them as needed. If students need to be reminded

how to measure their plant’s height, demonstrate how they previously used

paper clips to do so. Remind them that they may have to describe the height

using more than one paper clip or portions of a paper clip.

4. Once all students have finished recording data on the Plant Data Sheet,

facilitate a class discussion about the growth of the pumpkin plants. Ask:

What patterns did you notice as your plant grew? (Answers will vary.

Students should recognize that their plants grew taller and grew

more leaves.)

What did your plant use to grow? (Sunlight, soil, water)

What do you think would happen if you didn’t provide those things

to the plant? (Students should realize that their plants would not

grow as well if they did not have access to all the resources.)

Teaching Tip

Display the four

experimental plants.

Compare the growth of

each plant, and challenge

students to think about

which needs are most

important to the plant.


LS1.C: Organization for Matter

and Energy Flow in Organisms



Practices



Evidence


Patterns

5Es

Explain

Elaborate

Evaluate

HOW BIG DID MY PLANT GROW?

Investigation B

MATERIALS Student

1 Plant Data Sheet

Completed copies of Plant Journal Sheet

Completed copies of Plant Data Sheet

3–5 Paper clips*

Teacher

1 Pumpkin plant

1 Stapler*

Bessbug habitat


Markers*

“What Do All Living Things Do?” class chart*

(from Lesson 1)

“What Do All Living Things Need to Live?”

class chart* (from Lesson 1)



LESSON 4

5. Poll the class to see whose pumpkin plant grew the tallest and whose plant

had the most leaves. Have students report their pumpkin plant’s height in units

of paper clips. As a class, discuss why some plants grew taller than others.

Guide students to think about where the plant was stored, how often it was

watered, and the amount of soil it was planted in.

6. Provide each student with all of his or her completed copies of the Plant

Journal and Plant Data Sheets. Ask students to put the sheets in order from their

first observation to their last. Staple each student’s sheets together to create a

complete Pumpkin Plant Growth Journal.

Teaching Tip

You will no longer need

any of the pumpkin

plants. You may want to

have students display

their plants and Pumpkin

Plant Growth Journals

in the classroom or

another area of the

school. Alternatively,

allow students to take

their plants home

and continue their

observations.

What does a plant need to grow well? ?Tell Me

More!

HOW DO HUMANS IMPACT THE ENVIRONMENT?

Investigation CDisciplinary Core Idea


Systems


Practices



Evidence


Cause and Effect


5Es

Explain

Elaborate

Literacy Component

Living Things and Their Needs Big

Book, pgs. 13–14

Digital Components

Interactive Whiteboard: How

Do We Change the Environment?


MATERIALS Student

1 Science notebook*


1 Large sheet of drawing paper*

Crayons*

Teacher



Markers*


1. Direct students’ attention to the Environment Photo Cards that are hanging

up around the room, and ask them to recall the nature walk they took. Ask:

What are some ways you have observed living things making

changes to their environment? (Accept answers that cite

observations from the nature walk or the pictures in the Environment

Photo Card Set.)

How do you interact with the environment? What do you use in the

environment? (Answers will vary. Students may explain that they

drink water and eat plants and animals for food.)

2. Direct students’ attention to Environment Card 7 and Card 8. Ask:

What changes did humans make to each of these environments?

(For Card 7, students should identify that the boy is digging in the

ground and may be planting a seed. For Card 8, students should

identify that humans are changing the land by cutting down and

clearing away trees.)

Digital Tip

Introduce pollution using

the Pollution simulation.

Challenge students

to identify examples

of pollution in the

animation.

ND THEIR NEENEEDSDS SAMSAMPLER

gr

ide

cle

s Digital

integration

Math

connection

K.MD.A.2

ELA

connection

SL.K.2


LESSON 4

How might the environment in each of these pictures be different if

humans had not made changes to the environment? (For Card 7,

students might suggest that there would be different plants or no

plants growing in the soil. For Card 8, students should identify that

trees would cover the entire area if humans hadn’t cut them down.)

3. Ask students to think about and describe some ways that humans can

change their local environment. Record their answers in the “How Do We

Change the Environment?” chart. Students may suggest some of the following:

Building buildings

Making parking lots

Clearing land

Planting a garden

Littering

Air pollution from vehicles

Water pollution from boats

Litter contaminating waterways

Moving or killing animals in an area

4. Prompt students to think about whether changes to the environment are

good, bad, or both. Ask students the following questions about the changes

the class listed. Students’ responses will vary based on the changes on the

class list, but guide them to understand that the changes humans make to their

environment can often be both good and bad.

Are these changes good, bad, or both?

Do these changes last for a long time?

Do these changes affect water, food, or shelter for living things?

Do these changes help living things? Do they harm living things?

5. Divide the class into pairs, and provide each pair with a large sheet of

drawing paper and crayons.

6. Tell students that they will work with their partner to draw a picture of one

thing humans do to change their environment in a negative, or bad, way. Direct

pairs to agree on one example from the class list to illustrate.

7. Give students ample time to make their illustrations. Collect them when

each pair finishes.

Help students make

connections to human

impact by citing

examples from your

nature walk or things

students may have

seen in your local

environment.

Identify

Phenomena

You may wish to use

different colors to

mark the good and bad

changes on the chart.

Differentiation

Strategy

ELA

connection

SL.K.5

Connect to

phenomena

Differentiation


LESSON 4

CAN I DESIGN A SOLUTION TO PROTECT THE

ENVIRONMENT?

Investigation DDisciplinary Core Ideas


Systems


Solutions


Practices


Obtaining, Evaluating, and

Communicating Information


Cause and Effect


5Es

Explain

Elaborate

Evaluate

MATERIALS Student

1 Science notebook*

1 Summative Assessment


1 Large sheet of drawing paper*

Crayons*

Teacher

1 Summative Assessment Answer Key



Markers*


1. Instruct students to divide into their pairs from Investigation C. Return each

pair’s drawing of a negative human impact.

2. Ask students to look at their drawing and think about how their drawing

would be different if there were less of the human activity they represented in the

drawing. Allow time for students to brainstorm with their partner.

3. Ask students to share their ideas about how their drawing would be different.

Ask students to think about how humans can change their behavior to benefit, or

protect, the environment. Explain that students will develop a solution to protect

the environment. If students appear to struggle with this idea, prompt them with

the following questions:

What things do people do that harm the environment?

What can people do to help other living things?

What things can people stop doing to prevent, or stop, harm to the

environment?

4. Provide each pair of students with crayons and a second sheet of drawing

paper, and ask them to illustrate a solution to the problem they illustrated in their

first drawing. Give pairs ample time to complete their illustrations.

5. Allow time for each pair to share their drawing and explain their solution to

the class. After all pairs have presented, ask the following questions to prompt a

discussion about human impact:

How do humans hurt the environment? (Answers will vary. Examples

include eating plants and animals, clearing away land, and littering.)

How do humans help the environment? (Answers will vary. Examples

include planting a garden, feeding animals, and growing trees.)

If your school has a

recycling program,

discuss the process

of recycling and the

benefits it has on the

environment. Encourage

students to practice

recycling in their own

homes.

Identify

Phenomena

Teaching Tip

Display students’

drawings in the

classroom or the hallway.

ELA

connection

SL.K.5


LESSON 4

Why do humans need the environment? (The environment provides

resources such as food, water, and materials we can use to build

shelter.)

What changes can humans make to protect the environment?

(Answers will vary based on students’ drawings.)

6. Distribute a copy of the summative assessment to each student. Allow

ample time for students to answer the questions individually. Collect the

assessments and use them to evaluate students’ understanding of key unit

concepts.

PhenomenonReview students’ questions about the investigative phenomenon from the beginning

of this lesson. Guide students in applying the concepts explored in this lesson and

connecting them to the anchoring phenomenon: recognizing the needs of living

things and their behaviors to obtain them. By the end of the lesson, students should

be able to explain that:

Humans can impact their environment in positive ways. Planting a garden will help the environment by providing food for people and animals.

Humans can impact their environment in negative ways. By removing the plants, Penelope removed food and shelter for the bees, caterpillars, rabbits, and butterflies.

Penelope can protect the environment by planting another garden for the animals to use.

NOTES

Connecting ideas about

phenomena to evidence


LESSON 4LESSON 4

ENVIRONMENTAL CONNECTION

Given the implications for the future, it is vital that

students are aware of the interactions between natural

systems and human activity. This lesson incorporates

several environmental principles and concepts that

are important for students to recognize. Investigations

C and D focus on the environment and human

impact. The exchange between living things and the

environment has been a long-existing, important part

of our world. Students develop an understanding that

humans rely on their environment because it provides

the things they need to live and grow. They also

explore how humans can change the environment in

beneficial and detrimental ways. Students consider

how they can change their behaviors to better protect

the environment.

Environmental SpeakerInvite a speaker to class who deals with

environmental issues, such as an environmental

engineer, landscaper, local health department

inspector, or environmental scientist. Ask them to

talk with students about their job, what they do,

and how they determine solutions that reduce

the impact of humans on the local environment.

We’re Going to the Zoo!Take the class to a local zoo. As you visit

different animal habitats, ask students to identify

the living and nonliving parts of each animal’s

environment. Discuss where these animals

would be found around the world (this

information is usually posted near each habitat).

Discuss how the environments of the animals in

the zoo exhibits might be similar to and different

from their natural environment.

Look What My Plant MadeChallenge students to take their pumpkin plants

home and have their families help them

transplant them to a larger container or to an

outdoor garden. Ask students to bring in pictures

of their plant as it grows and produces pumpkins.

The LoraxRead the Dr. Seuss classic The Lorax aloud to

the class. As you read, ask students to identify

what changes are made to the environment, who

makes the changes, what effect those changes

have on the living things in the environment,

and what solution they might have to reduce the

impact of those changes.

Cre

dit: N

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EXTENSIONS

NOTES

Connecting

investigations to

environmental

principles and

concepts


LESSON 4LESSON 4

ASSESSMENT STRATEGIES

1. Investigation A Review the charts “What Do Living Things

Need?” and “What do Living Things Do?”

Check that students demonstrate a deeper

understanding of living things and their

needs compared to Lesson 1.

Use students’ responses to the Tell Me

More question to assess their understanding

of what humans need to live. Look for

answers that include food, water, and shelter

rather than material objects.

2. Investigation B

Use students’ responses to the Tell Me

More question to determine if they

understand what plants need to grow well.

Students should write or draw a light source,

water, and soil.

3. Investigation C

Use students’ drawings to assess their

understanding of the effects of human

impact. Provide additional review for students

who appear to struggle with recognizing the

harmful effects of human impact.

4. Investigation D

Use students’ presentations to assess

their understanding of human impact and

their ability to brainstorm and design

solutions. Provide additional review for

students who appear to struggle with

developing solutions for human impact.

5. Refer to the Assessment Observation Sheet

where you recorded observations during this

lesson to formatively assess your class, and

adjust instruction as needed.

6. Refer to the General Rubric included in

Appendix A to assess individual progress.

7. Use the summative assessment to help

evaluate student understanding of key unit

concepts.

NOTES

Formative

assessment


My plant has leaves.

My plant is paper clips tall.

Name: Date:

Day of plant growth.

Draw and label your plant below.

Plant Data Sheet

ELA connection

W.K.2



1. Circle LIVING or NONLIVING for each: a. Soil LIVING NONLIVING b. Lion LIVING NONLIVING c. Grass LIVING NONLIVING d. Sun LIVING NONLIVING

2. Turtles can live in the ocean. Turtles can also live in a pond. What do turtles need? a. Sunlight b. Water c. Fur

Name: Date:

What have

they learned?


Building Blocks of Science Student LiteracyBuild students’ literacy skills with literacy components found within lessons

and Literacy Readers.

Building Blocks of Science Literacy Components can be used to:

• Introduce a new lesson • Support an investigation • Incorporate science connections into your language arts sessions

Literacy Readers—on-level and below-level readers in English and Spanish and available in print

or digital format—provide informational text that:

• Incorporates English language arts and

literacy standards

• Uses supporting text with graphs,

vocabulary, charts, data,

illustrations, and photographs to

address science concepts related to

lessons

• Provides opportunities to practice

skills such as analysis and

reasoning, and communication of

ideas through crosscutting concept questions

• Challenges students to exercise and

apply knowledge to a science and

engineering practice activity

• Features a career that provides

real-world insight into related science content

Beaver Leaves HomeBeaver is old enough to leave home.

Most beavers leave their parents when they are about 2 years old.

What Are Beaver’s Needs?Beaver needs food to survive. Survive means to stay alive.

He eats leaves, twigs, and bark.

Beavers do not eat other animals.

A beaver is a living thing. Some living things are animals, plants, and trees. Some nonliving things are water, rocks, and streams.

What is this robin eating?alive. What is this robin eating?

Beavers eat plants.

What living things can you

name?

What do you think some

other animals eat?

2 3

What else to look for?

Literacy Articles—These encourage students to elaborate upon unit topics, discuss real-world

applications and phenomena, and ask students to connect this to concepts in the unit.

Corresponding questions ask students to access high-level thinking and draw upon previous

knowledge. (See page 33 of this sampler for an example.)

Science in the News Article Report—Students analyze a content-relevant reading or current event

article, developing literacy skills as students identify important information, apply vocabulary, and

draw connections to science content.

• Differentiate instruction • Review previously learned concepts



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Student literacy–

available in

digital and print

35 LIVING THINGS AND THEIR NEEDS SAMPLER www.carolina.com/bbs35 LIVING THINGS ANND THEIR NEEDS SAMPLER ww.carolina.com/bbsww35 LIVING THINGS AND THEIR NEEDS SAMPLER www.carolina.com/bbs

www.carolina.com/bbs BUILDING BLOCKS OF SCIENCE 36www.carolinna.com/bbs BUILDING BLOCKS OF SCIENCE 36www.carolina.com/bbs BUILDING BLOCKS OF SCIENCE 36

37 LIVING THINGS AND THEIR NEEDS SAMPLER www.carolina.com/bbs37 LIVING THINGS ANDD THEIR NEEDS SAMPLER ww.carolina.com/bbswww

Science

in the world



CareersCivil EngineerCivil engineers build things.

They build roads and bridges.

They build tunnels and buildings.

They even build dams.

They try to protect and improve our environment.

Civil engineers build structures that we

use every day.

15

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15

Spanish literacy–

available in digital

and print



The Right Blend of Hands-On Investigation and TechnologyAlong with hands-on learning, Building Blocks of Science provides digital resources to

enhance the classroom experience, offering an additional method of delivering content and

support for teachers.

Support for Teachers

Everything you need to teach the lesson

• Identification of where a lesson falls within the

5E Learning Cycle

• Preparation—Includes investigation overview,

materials list, and step-by-step teacher preparation

instructions

• NGSS Standards—Includes the PEs, DCIs, SEPs, and

CCCs that will be addressed within the investigation

• Lesson Procedure—Step-by-step instruction for

each investigation within a lesson

• Digital Resources—All the digital resources available

in one place, by lesson and by individual

investigations within each lesson

Everything you need to teach ALL your students

• Step-by-step instruction including guiding

questions and anticipated responses

• Differentiation strategies at point of use within

each investigation

• Identify Phenomena provides teachers with

prompts to help students make connections to

phenomena addressed within an investigation

• Assessment Strategies including Tell Me More

formative assessment to help gauge student

understanding

Digital resources by lesson

Tell Me More, a formative assessment strategy

For a closer look, visit:www.carolina.com/bbs3dreview


Digital Components to Support Instruction and AssessmentFor the Teacher–Customizable Digital Planning at Your Fingertips

Building Blocks of Science 3D goes beyond just providing you access to your content.

You can also:

• Use the assignment management system to create and grade custom assignments for classes

and individual students to help differentiate instruction

• Create customizable bookmarks that include your student and instruction resources as well as

URL links, PDF files, PowerPoint® presentations, and video files

The assignment management system dashboard allows you to:

• Track the progress of your classes and individual students

• See student assignment results for the class at a glance and by individual student in detail

• Automatically grade close-ended questions (e.g., multiple choice, matching, fill-in-the-blank)

• Adjust student grades based on individual student performance and open-ended responses

• Assign remediation to student groups that need additional support or enrichment to groups

that need a challenge



Student Investigation Sheets:

Students record their observations and data digitally

when completing investigations.

Digital components for students enhance and deepen student understanding, differentiate learning, and provide multiple modalities for delivering information.

“Digital Tips” take the guesswork out of integrating the following digital resources with

hands-on investigations:

Simulations: Flexible enough to be used to

introduce, support, or review a topic or concepts.

Simulations are manipulative and provide a visual

for differentiation.

Interactive Whiteboard Activities: With typing

and drawing capabilities, IWB activities bring

investigation-aligned classroom charts to life and

are perfect for individual student review.

Interactive Literacy Readers: These enhanced versions of the printed student

readers include check-for-understanding questions

and animations to support the concepts covered in

the text, enforce literacy skills, and provide additional

practice.

i LIVING THINGS AND THEIR NEEDS SAMPLER www.carolina.com/bbs

Learning Framework

CCPBB18110703

Phenomenon-based investigations with digital support in 30-minute lessons!

For more information, visit www.carolina.com/bbs

5th Grade

Structure and Properties

of Matter5-PS1-1; 5-PS1-2; 5-PS1-3;

5-PS1-4; 3-5-ETS1-2

Matter and Energy in

Ecosystems5-PS3-1; 5-LS1-1; 5-LS2-1;

5-ESS2-1; 5-ESS3-1;

3-5-ETS1-3

Earth and Space Systems5-PS2-1; 5-ESS1-1; 5-ESS1-2;

5-ESS2-1; 5-ESS2-2;

5-ESS3-1; 3-5-ETS1-2

4th Grade

Energy Works4-PS3-1; 4-PS3-2; 4-PS3-3;4-PS3-4; 4-PS4-1; 4-PS4-3;4-ESS3-1; 3-5 ETS1-2;3-5-ETS1-3

Plant and Animal

Structures4-LS1-1; 4-LS1-2; 4-PS4-2;

3-5-ETS1-2

Changing Earth4-ESS1-1; 4-ESS2-1;

4-ESS2-2; 4-ESS3-2;

3-5-ETS1-2

3rd Grade

Forces and Interactions3-PS2-1; 3-PS2-2; 3-PS2-3;

3-PS2-4; 3-5-ETS1-1;

3-5 ETS1-2

Life in Ecosystems3-LS1-1; 3-LS2-1; 3-LS3-1;

3-LS3-2; 3-LS4-1; 3-LS4-2;

3-LS4-3; 3-LS4-4;

3-5-ETS1-2

Weather and Climate

Patterns3-ESS2-1; 3-ESS2-2;3-ESS3-1;

3-5-ETS1-2

2nd Grade

Matter2-PS1-1; 2-PS1-2; 2-PS1-3;

2-PS1-4; K-2-ETS1-1;

K-2-ETS1-2

Ecosystem Diversity2-LS2-1; 2-LS2-2; 2-LS4-1;

K-2-ETS1-2; K-2-ETS1-3

Earth Materials2-PS1-1; 2-ESS1-1; 2-ESS2-1;

2-ESS2-2; 2-ESS2-3;

K-2-ETS1-1; K-2-ETS1-2

1st Grade

Light and Sound Waves1-PS4-1; 1-PS4-2; 1-PS4-3;

1-PS4-4; K-2-ETS1-1;

K-2-ETS1-2

Exploring Organisms1-LS1-1; 1-LS1-2; 1-LS3-1;

K-2-ETS1-2

Sky Watchers1-ESS1-1; 1-ESS1-2

Kindergarten

Push, Pull, GoK-PS2-1; K-PS2-2;

K-2-ETS1-1;K-2-ETS1-2

Living Things and Their

NeedsK-LS1-1; K-ESS2-2;K-ESS3-

1;K-ESS3-3; K-2-ETS1-2

Weather and SkyK-PS3-1;K-PS3-2;K-ESS2-1;

K-ESS3-2; K-2-ETS1-1;

K-2-ETS1-2

living things and their needs -...

Documents